O jogo como leitura: um caminho para a formação de leitores.

Abstract

For a long time, the reader's subjectivity was considered a negative element, a source of deviations that prevented reading success. To change this, Picard (1986) proposed to think of the reception of texts from the figure of a real reader, who has a body and reads with each part of himself. Langlade (2008; 2013) and Rouxel (2018) sought to contribute to reflections on the real reader essence, recognizing the need to make room for the subject's freedom of initiative and expression. In addition to this idea, we see the need to think of the text as a space for exchanging experiences between the author and the reader. Recaptching Iser’s (2002) reflextion, we will notice that this space for exchanging experiences is configured as the playing field of the author and the reader, which is not far from Picard's (1986) ideas when thinking about reading from games model. In this sense, reading would present itself as a game of image creation (playing) and a rule game (game). These reflections pointed out by Picard (1986) are similar to the proposals of Role-Playing Game (RPG), since RPG is characterized by being a game that unites these two activities. With the marginalization of the reader’s subjectivity at schoolar and university level as a problem, we seek, in general, to evaluate the importance of role-playing games for the subjective reader training. Therefore, the following questions were prompted: a) what is the importance of the reader’s subjectivity in the process of text appropriation? b) how can the game be considered a reading practice? and c) how could the multilingual approach, more specifically Intercomprehension, help in the of the subjective reader training? These are the questions that guide, in a more specific way, the development of this research. In seek for answers, we elaborate an exploratory and explanatory research, situated in the paradigm of qualitative research, according to the conceptions of Moreira and Calefe (2008). Thus, bibliographic researches were made regarding the theoretical and methodological bases that support this research. Regarding reading and the reader training, we used Barthes (2015), Eco (2012), Iser (1996; 2002), Jouve (2002; 2013), Langlade (2008; 2013) and Picard (1986; 1989). To address narration and performance, we used Benjamin (1994) and Zumthor (2018). To approach RPG, we used Huizinga (1993), Rodrigues (2004) and Schmit (2008) as a basis. Finally, to discuss foreign language teaching, we bring some reflections by Alas-Martins (2017), Pinheiro-Mariz and Silva (2012), as they try to highlight the humanizing character of this approach. For the construction of our analysis, we utilize two books from the 5th edition of an RPG game called Dungeons & Dragons (D&D): D&D: Player’s Handbook and D&D Dungeon Master’s Guide. Having completed our investigation, we make a rescue of our journey in order to verify if all the proposed objectives have been achieved. Finally, we conclude that the game constitutes a place of discoveries because it connects its participants to the network of narrators woven experiences before each one of us.